Cathy Burdette
Monday, August
31, 2009
Make 10 and Quick Images
Summary
Session 3.1
Make 10 and Quick Images Students learn and play Make 10, a game that involves
finding combinations of two numbers that equal 10. The session ends with the
introduction of the final Grade 2 Routine, Quick Images.
Math Focus Points
- Developing
fluency with the Make 10, Plus 1, and Plus 2 addition combinations - Finding
two addends that make 10 - Using equations to record - Developing and analyzing
visual images for quantities up to 10
Vocabulary
Materials
- T8, Quick
Images: Ten-Frames - M24, Make 10: Make copies. (1 per student) - M26, Blank
Ten-Frames: Make copies. (5 per class, optional) - M27-M28, Family Letter: Make
copies. (1 per student) - Primary Number Cards (1 deck per pair; from Session
2.6) - Connecting cubes (as needed) - Counters (10 per student; optional)
Professional Development
Read Ahead
of Time - Teacher Note: Strategies for Learning the Addition Combinations, p.
191 - Part 4: Classroom Routines in Implementing Investigations in Grade 2:
Quick Images
What Time Is It?
Summary
Classroom
Routine 3.1 What Time Is It? Write the hour in digital format (e.g., 6:00) and
have students set their clocks to the appropriate time. Repeat several times to
get a sense of how comfortable students are with interpreting and setting times
to the whole hour.
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog clocks
- Associating times on the hour and half hour with daily events - Determining
what time it will be when given start and elapsed times that are multiples of
15 minutes - Seeing a timeline as a representation of events over time - Using
a timeline to keep track of and compare time and events - Determining the
length of a given interval (e.g., 8:30 to 9:30) or activity (e.g., math class)
- Solving problems involving elapsed time
Vocabulary
Materials
-
Demonstration clock (1 per class) - Student clocks (1 per pair)
Professional Development
- Part 4:
Classroom Routines in Implementing Investigations in Grade 2: Quick Images
Tuesday,
September 1, 2009
Tens Go Fish
Summary
Session 3.2
Tens Go Fish Students learn and play Tens Go Fish, a card game that involves
finding the missing addend to make a total of 10. Math Workshop focuses on the
two-addend combinations of 10.
Math Focus Points
- Finding
the missing addend to make a total of 10 - Using equations to record -
Developing fluency with the Make 10, Plus 1, and Plus 2 addition combinations
Vocabulary
Materials
- M29, Tens
Go Fish: Make copies. (as needed) - M30, An Individual Number Line: Make copies and laminate. (as needed) - Primary Number Cards (1 deck per pair; from
Session 2.6) - Connecting cubes (10 per class, plus extras)
Professional Development
Quick Images: Ten-Frames
Summary
Classroom
Routine 3.2 Quick Images: Ten-Frames Using the transparency Quick Images:
Ten-Frames (T8), display the Ten-Frame with 7 dots. Follow the basic Quick
Images activity. Students determine the total number of dots and share their
strategies. Repeat with the 4-dot and then, the 6-dot Ten-Frame.
Math Focus Points
- Developing
and analyzing visual images for quantities up to 10 - Developing fluency with
the combinations that make 10 - Developing fluency with the addition
combinations to 10 + 10 - Using known combinations (e.g., combinations that make
10) to combine numbers - Recreating images of dots arranged in 2-by-5 arrays
Vocabulary
Materials
- T8, Quick
Images: Ten-Frames Make 2 copies, cut apart frames, and store in an envelope or
plastic sleeve in the binder for use during this investigation and the next.
Professional Development
Wednesday,
September 2, 2009
Strategies for Finding Combinations of 10
Summary
Session 3.3
Strategies for Finding Combinations of 10 Class discussion focuses on the
strategies that students have been using while playing games about combinations
that make 10. Math Workshop continues.
Math Focus Points
- Finding
the missing addend to make a total of 10 - Using equations to record -
Developing fluency with the Make 10, Plus 1, and Plus 2 addition combinations
Vocabulary
Materials
- M30, An Individual Number Line (as needed; from Session 3.2) -
M24, Make 10: Make copies. (1 per student) - Primary Number Cards (1 deck per
pair; from Session 2.6) - Connecting cubes (as needed)
Professional Development
Read Ahead
of Time - Teacher Note: The Number Line and the 100 Chart, p. 184
Quick Images: Ten-Frames
Summary
Classroom
Routine 3.3 Quick Images: Ten-Frames Using the transparency Quick Images:
Ten-Frames (T8), display two Ten-Frames that total 10, beginning with the 7 and
3. Follow the basic Quick Images activity. Students determine the total number
of dots and share their strategies. Repeat with the 4-dot and 6-dot Ten-Frames
and then, the 8-dot and 2-dot Ten-Frames.
Math Focus Points
- Developing
and analyzing visual images for quantities up to 10 - Developing fluency with
the combinations that make 10 - Developing fluency with the addition
combinations to 10 + 10 - Using known combinations (e.g., combinations that
make 10) to combine numbers - Recreating images of dots arranged in 2-by-5
arrays
Vocabulary
Materials
- T8, Quick
Images: Ten-Frames Make 2 copies, cut apart frames, and store in an envelope or
plastic sleeve in the binder for use during this investigation and the next.
Professional Development
Thursday,
September 3, 2009
More Than Two to Make 10
Summary
Session 3.4
More Than Two to Make 10 Students revisit Today's Number, making 10 first with
two addends, and then with more than two addends. Math Workshop continues to
focus on combinations of numbers that equal 10.
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with the Make 10, Plus
1, and Plus 2 addition combinations - Finding two addends that make 10
Vocabulary
- addend
Materials
- M30, An Individual Number Line (as needed; from Session 3.2) -
Primary Number Cards (1 deck per pair; from Session 2.6) - Connecting cubes (as
needed) - Chart paper (1 sheet per class)
Professional Development
Read Ahead
of Time - Teacher Note: Does the Order Matter?, p. 186
- Dialogue Box: Combinations of 10, p. 214
Quick Images: Ten-Frames
Summary
Classroom
Routine 3.4 Quick Images: Ten-Frames Using the transparency Quick Images:
Ten-Frames (T8), display three Ten-Frames with two that total 10, beginning
with the 9, 1, and 4. Follow the basic Quick Images activity. Students
determine the total number of dots and share their strategies. Repeat with the
6-dot, 4-dot, and 5-dot Ten-Frames and then, the 2-dot, 8-dot, and 3-dot
Ten-Frames.
Math Focus Points
- Developing
and analyzing visual images for quantities up to 10 - Developing fluency with
the combinations that make 10 - Developing fluency with the addition
combinations to 10 + 10 - Using known combinations (e.g., combinations that
make 10) to combine numbers - Recreating images of dots arranged in 2-by-5
arrays
Vocabulary
Materials
- T8, Quick
Images: Ten-Frames Make 2 copies, cut apart frames, and store in an envelope or
plastic sleeve in the binder for use during this investigation and the next.
Professional Development
Friday,
September 4, 2009
Addition Combinations
Summary
Session 3.5
Addition Combinations Class discussion and work focus
on the three sets of Addition Combinations that students will learn in this
unit-the Plus 1, Plus 2, and Make 10 combinations.
Math Focus Points
- Developing
fluency with the Make 10, Plus 1, and Plus 2 addition combinations
Vocabulary
- addition combinations - single-digit number
Materials
- M31-M33,
Addition Cards: Set 1 Make copies and cut apart. (1 set per student) - T9-T11,
Addition Cards: Set 1 Cut apart transparency cards and
store in an envelope (or plastic sleeve) in the binder. - Envelopes (2 per
class; 2 per student)
Professional Development
Read Ahead
of Time - Dialogue Box: Introducing Addition Combinations, p. 216
What Time Is It?: What Time Will It Be?
Summary
Classroom
Routine 3.5 What Time Is It?: What Time Will It Be?
Ask students to display 2:00 on their clocks. Then set the demonstration clock
to 2:00 and ask: - In one more hour what time will it be? Students set their
clocks and talk with their partner about what time it will be and how they
know. Repeat with several one-hour intervals. Show students how the large hand
travels around the clock one entire circle as the small hand moves to the next
number.
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
-
Demonstration clock (1 per class) - Student clocks (1 per pair)
Professional Development